Textos |
||
Aalsr, J. , Van der Mast, C. & Carrey, T. (1995). An interactive multimedia tutorial for user interface design. Computers & Education, vol. 25, n.º 4, pp. 227-233. Aldrich, F., Rogers, Y. & Scaife, M. (1998). Getting to grips with "interactivity": helping teachers acess the educational value of CD-ROMs. British Jounal of Educational Technology, vol. 29, n.º 4 pp. 321- 332. Ambrose, D. (1991). The effects of hypermedia on learning: literature review. Educational Technology, December, pp. 51-55. Banathy, B. (1993). Comprehensive systems design in education. Educational Technology, January, pp. 33-37. Barker, P. & King, T. (1993). Evaluating interactive multimedia courseware- a methodology. Computers & Education, vol. 21, n.º 4, pp. 307-319. Biraimah, K. (1993). The non-neutrality of educational cumpoter software. Computers & Education, vol. 20, n.º 4, pp. 283-290. Brown, M., Doughty, G., Draper, S. & Henderson, F. (1996). Measuring learning resource use. Computers & Education, vol. 27, n.º 2, pp. 103-113. Cates, W. (1992) fifteen principles for designing more effective intructional hypermedia/ multimedia products. Education & Computing, December, pp. 5-11. Collis, B., Vingerhoets, J. & Moonen, J. (1997). Flexibility as a key construct in european training: experiences from the telescopia project. British Jounal of Educational Technology, vol. 28, n.º 3 pp. 199-217. Galbreath, J. (1992). The educational buzzword of the 1990s: multimedia, or is it hypermedia, or interactive multimedia, or ?. Education & Computing, April, pp.15-19. Gbomita, V. (1997). The adoption of microcomputers for instruction: implications for emerging instructional media implementation.º British Jounal of Educational Technology, vol. 28, n.º 2 pp. 87-101. Hebenstreit, J. (1989). Megatrends in educational software. Education & Computing vol. 5, n.º 1-2, pp. 61-64.Howe, C. & Tolmie, A. (1998). Computer support for learning in collaborative contexts: prompter hypothesis testing in phisics. Computers & Education, vol. 30, n.º 3/ 4, pp. 233-235. Kafai, Y., Ching C. & Marshall, S. (1997). Children as designers of educational multimedia software. Computers & Education, vol. 29, n.º. 2/ 3, pp. 117-126. Katz, Y. (1992). Toward a personality profile of a successful computer-using teacher. Educational Technology, February, pp. 39-41. Knussen, C., Tanner, G. & Kibby, M. (1991). An approch to the evaluation of hypermedia. . Computers & Education, vol. 17, n.º 1, pp. 13-24. Kuittinen, M. (1998). Criteria for evaluating CAI applications. Computers & Education, vol. 31, pp. 1-16.Kumpulainen, K. & Mutanen, M. (1998). Collaborative pratice of science contruction im computer-based multimedia environmemt. Computers & Education, vol. 30, n.º 1/ 2, pp. 75-85. Lee, D. (1997). Factors influencing the success of computer skills learning among in-services teachers. British Jounal of Educational Technology, vol. 28, n.º 2 pp. 139-141. Lewis, R.(1993). Investigação sobre a utilização das novas tecnologias de informação. Vitor Duarte Teodoro e João Correia de Freitas (org.). Educação e Computadores. Lisboa: GEP-ME, pp. 119-159. McDougall, A. & Squires, D. (1995). An empirical study of a new paradigm for choosing educational software. Computers & Education, vol. 25, n.º 3, pp. 93-103. McMahon, H., ONeill, B & Cunningham, D. (1992). "Open" software design: a case study. Educational Technology, February, pp. 43-55. Nikolova, I. Coliins, B. (1998). Flexible learning and design of instruction.º British Jounal of Educational Technology, vol. 29, n.º 1 pp. 59-72. Panqueva, A. 81992). Materiales educativos computarizados- MECs. observacion y valoracion.º Ingeniería de software educativo. Santafé de Bogotá: Universidade de los Andes, Ediciones Uniandes, pp. 37- 59. Rushby, N.º (1997). Editorial. British Jounal of Educational Technology, vol. 28, n.º 3 pp. 163-167. Scanlon, A., Tosunoglu, C., Ross, S. Butcher, P., Murphy, P. & Greenberg, J. (1996). Evaluating CAL at the open university: 15 years on. Computers & Education, vol. 26, n.º 1-3, pp. 5-15. Selwyn, N. (1997). Students attitudes toward computers: validation of a computer attitude scale for 16-19 education. Computers & Education, vol. 28, n.º 1, pp. 35-41. Selwyn, N.º (1998). The effect of using a home computer on students educational use of IT. Computers & Education, vol. 31, n.º 2, pp. 211-227. Selwyn, N.º 81997). The continuing weaknesses of educational computing research. British Jounal of Educational Technology, vol. 28, n.º 4 pp. 305-307.Spiro, R., Feltovich, P., Jacobson, M & Coulson, R. (1991). Knowledge representation content specification, and the development of skill in situation specific knowledge assembly: some constructivist issues as they relate to cognitive flexibility theory and hipertext. Educational Technology, September, pp. 22-24. Squires, D. & Preece, J. (1996). Usability and learning: evaluating the potencial of educations software. Computers & Education, vol. 27, n.º 1, pp. 15-22. Tolhurst, D. (1992). A checklist for evaluating conten-based hypertext computer software. Educational Technology, March, pp. 17-21. White, M. & Righi, C. (1991). Software tools for students in higher education: a national survey of use. Educational Technology, October, pp. 45-47. Wild, M. & Quinn, C. (1998). Implications of educational theory for the design of instructional multimedia. British Jounal of Educational Technology, vol. 29, n.º 1 pp. 73- 82. Wills, S. (1991). Teachers as educational software designers: industry/university co-operation. Education & Computing vol. 7, n.º 3-4, pp. 267-272. Yildiz, R. Atkins, M. (1993). Evaluating multimedia applications. Computers & Education, vol. 21, n.º 1/2, pp. 133-139.
|
|
| Faculdade de Psicologia e de Ciências da Educação
Universidade de Lisboa Alameda da Universidade, 1640-013 Lisboa, Portugal Telf: +351 217934554 Fax:+351 217933408 Email: pedactice@fpce.ul.pt www.fpce.ul.pt/pedactice/ |
||